Handbook of Australian School Psychology

Integrating International Research, Practice, and Policy

  • Monica Thielking
  • Mark D. Terjesen

Table of contents

  1. Front Matter
    Pages i-lvi
  2. Marilyn Campbell, Kevin Glasheen
    Pages 21-37
  3. Sue Edwards, Lorolei White, Edith Wright, Monica Thielking
    Pages 39-64
  4. Rosalyn H. Shute, John D. Hogan
    Pages 65-80
  5. Samuel O. Ortiz, Karen Lee Seymour
    Pages 81-110
  6. Monica Thielking, Nora Gerardi, Barbara Bole Williams, Mark D. Terjesen, Paul Flatau
    Pages 111-124
  7. Peter Segal, Tina Fersterer, Sue Jennifer Sodeman, Katherine Elizabeth Prescott
    Pages 125-143
  8. Kate E. Jacobs, Dawn P. Flanagan, Vincent C. Alfonso
    Pages 145-171
  9. Mandy Nayton, Emma Leah Hettrich, Stephanie Samar, Camelia Wilkinson
    Pages 173-195
  10. Robyn Kurasaki, Kimberley Bloor, Megan Sy, Courtney Huguenin
    Pages 215-233
  11. Vicki McKenzie, Hilary B. Vidair, Chelsea Eacott, Danielle Sauro
    Pages 235-249
  12. Nina D. Shiffrin, Keila C. Brockveld, Lauren F. McLellan, Erika Crawford, Elana Kagan, Jennifer L. Hudson et al.
    Pages 251-268
  13. Christopher Gostelow, Scott Poland, Stephanie Guedj, Yaël Seth
    Pages 291-310
  14. Shelley Hyman, George J. DuPaul, Matthew J. Gormley
    Pages 311-329
  15. Rachael C. Murrihy, John R. Burns, Wendy M. Reinke, Keith C. Herman, Kathleen R. King
    Pages 331-347
  16. Raymond DiGiuseppe, Michal Barnea, Gabriella Duke, Brendan P. Murphy, Warrick J. Brewer
    Pages 349-376
  17. Tulio M. Otero, Caroline de Fina, Lauren Barker, Jason Skues
    Pages 377-396
  18. Catherine E. Wood, Janine Domingues, Jamie M. Howard, Stephen Said
    Pages 413-434
  19. Michelle A. Tollit, Sheryl Hemphill, John W. Toumbourou
    Pages 435-455
  20. Lyn O’Grady, Kristene Doyle
    Pages 481-501
  21. Michael E. Bernard, Maurice Elias, Perry Bell, Joseph Ferrito, Kristina Langione
    Pages 503-519
  22. Amanda Nickerson, Ken Rigby
    Pages 521-536
  23. Matthew R. Sanders, Karyn L. Healy, Christina Grice, Tamara Del Vecchio
    Pages 537-551
  24. Monica Thielking, Fabian Agiurgioaei Boie, Alina Agiurgioaei Boie, Paul Flatau, Paula Teggelove
    Pages 553-574
  25. Jae Yup Jung, Frank C. Worrell
    Pages 575-593
  26. Neralie L. Cain, Robin J. Sakakini
    Pages 631-640
  27. Giuliana Losapio Bracher, Adrienne Matta
    Pages 641-654
  28. Kathy L. Bradley-Klug, Kendall Jeffries DeLoatche, Grant Wheatley
    Pages 655-662
  29. Laura C. Chezan, Thomas R. Kratochwill, Mark D. Terjesen, Kim Van H. Nguyen
    Pages 663-689
  30. Mikki Krakauer, Danielle Ruscio, Jeffrey Froh, Giacomo Bono
    Pages 691-706
  31. William Pfohl, Laura Jellins
    Pages 707-722
  32. John Kelly, Darren Stops
    Pages 723-736
  33. Janene Swalwell, Virginia Smith Harvey
    Pages 737-755
  34. Monica Thielking, Mark D. Terjesen
    Pages 757-771
  35. Back Matter
    Pages 773-799

About this book


This handbook addresses the current state and practice of school psychology with a focus on standards unique to Australia, including historical, legal, ethical, practical, and training factors. It provides a compilation of the most current research-based practices as well as guidelines for evidence-based assessment and intervention for common conditions (e.g., autism, depression, learning disabilities) and for delivering appropriate services to targeted student populations (e.g., LGBT, gifted, medical issues). Chapters discuss the application of national and international school psychology practices within the Australian educational and psychological structure. The handbook also examines the lack of formal resources specific to Australia’s culture and psychology systems, with its unique mix of metropolitan cities and the vast geographic landscape that spans regional and remote areas. It offers numerous case studies and innovative school mental health programs as well as recommendations for professional development and advocacy that are unique to Australian school psychology.

Topics featured in this Handbook include:

  • Evidence-based assessment and intervention for dyscalculia and mathematical disabilities.
  • Identification and management of adolescent risk-taking behaviors and addictions.
  • Understanding and responding to crisis and trauma in the school setting.
  • Prevention and intervention for bullying in schools.
  • Class and school-wide approaches to addressing behavioral and academic needs.
  • The role of school psychologists in the digital age.
  • Practical advice for school psychologists facing complex ethical dilemmas.

The Handbook of Australian School Psychology is a must-have resource for researchers, scientist-practitioners, and graduate students in child and school psychology, social work, and related fields that address mental health services for children and .test.adolescents.


ADHD and school psychology Anxiety and school psychology Autism spectrum disorders at school Child development and school psychology Cultural sensitivity and school psychology Depression and school psychology Diagnostic practices and educational placements Evidence-based assessment and school psychology Evidence-based interventions and school psychology Group-based approaches to school psychology History of school psychology in Australia International trends in school psychology research Learning difficulties and school psychology ODD and CD and school psychology Primary prevention at school School psychology training and practice in Australia Social-emotional learning at school Suicidality and school psychology Technology-based service delivery in school psychology Violence and school psychology

Editors and affiliations

  • Monica Thielking
    • 1
  • Mark D. Terjesen
    • 2
  1. 1.Department of Psychological SciencesSwinburne University of TechnologyHawthornAustralia
  2. 2.St. John’s UniversityJamaicaUSA

Bibliographic information